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An early Sequential Bilingual Methodology for Three to Five-year-old Children From Public Early Childhood Development Centers

U. Tecnológica de Pereira
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An early Sequential Bilingual Methodology for Three to Five-year-old Children From Public Early Childhood Development Centers

U. Tecnológica de Pereira
Mira otros U. Tecnológica de Pereira articulos

COP $ 30.000
COP $ 30.000

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A Case Study on the Implementation of an Early Sequential Bilingual Methodology on Three- lo Five-year-old Children at a Public Early Childhood Development Cerner in the Ciry of Pereira. This research study explored the needs, requirements and perceptions towards the design of a proposal for biling...
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SKU: 352089

Producto creado el 12/08/2019

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A Case Study on the Implementation of an Early Sequential Bilingual Methodology on Three- lo Five-year-old Children at a Public Early Childhood Development Cerner in the Ciry of Pereira. 

This research study explored the needs, requirements and perceptions towards the design of a proposal for bilingual early childhood in a public Early Childhood Developrnent Center (CDC) located in Pereira, Colombia. After analyzing the requirements of the CDI in regard to the processes of leaching and learning Spanish, the researchers designed a methodological proposal for early-sequential bilingual education. 

The resulls remarked the advantages, challenges and requirements to apply a bilingual program, in these types of institutions. They also suggest how the use of audio and visual materials contribute to different factors such second language development, to reduce additional factors, as it is discipline, among others. Additionally, the use of strategies such as lesson planning and drilling are fundamenlal to obtain observable results concerned with children production skills in order to arliculate both languages development. Teaching English lo children between 3 to 5 years old emerges as a model for bilingual education inasmuch as their age, posilive attitude towards the language, among other factors, greatly enable the applicability of the proposal framed in the book. 

Finally, though the report of this document is forrnulated as a case study design, the project has been piloted and implemented in many early childhood development centers in the city of Pereira with similar results. 
Información adicional

Información adicional

Editor / MarcaU. Tecnológica de Pereira
Editor
Año de Edición2018
Número de Páginas160
Idioma(s)Español
TerminadoTapa Rústica
Alto y ancho16.5 x 23.5 cm
Peso0.3100
Tipo Productolibro
PDF URL
Autor

Clara Inés González Marín, Enrique Arias Castaño, Diana Carolina Durango Isaza, John Sebastián Garzón Ríos, Ana Isabel Rodríguez López

información no disponible.

Tabla de Contenido

TABLE OF CONTENTS 

PRESENTATION

1.STATEMENT OF THE PROBLEM  
 
1.1. Research Questions  
 
1.2. Objectives

1.2.1. General objective
 
1.2.2. Specific objectives 
 
2. THEORETICAL FRAMEWORK

2.1. Conceptual Framework  

2.1.1. Early childhood

2.1.2. Language acquisition theories

2.1.2.1. First ianguage acquisition (U)

2.1.2.2. Second language acquisition (L2)
 
2.1.3. Early childhood education for bilingualism

2.1.4. Early sequential bilingual education during early childhood

2.1.5. Strategies that foster early sequential bilingualism during the early years 

2.2. Literature Review

3. METHODOLOGY

3.1. Type of Research  

3.2. Type of Study

3.3. Context

3.4. Setting
 
3.5. Participants
 
3.5.1. Children

3.5.2. Early childhood in-ser vice teaching staff

3.5.2.1. Early childhood in-service teachers

3.5.2.2. Early childhood in-service teaching assistants

3.5.3. Bilingual pre-service educators  

3.5.4. Parents
 
3.6. Researchers' Roles
 
3.7. Data Collection (Methods/lnstruments)

3.7.1. Interviews  

3.7.2. Surveys  

3.7.3. Observations  

3.8. Data Analysis  

3.9. Ethical Considerations and Others 

4. FINDINGS AND DISCUSSION

4.1. An Early Sequential Bilingual Model during the Early Years: Didactics and Methodology

4.1.1. Bilingual educators' strategies conditioned children's responses
 
4.1.1.1. Flashcards

4.1.1.2. Games

4.1.1.3. Songs

4.1.1.4. Videos

4.1.2. Bilingual educators' use of storytelling and story reading as strategies to foster early sequential bilingualism

4.1.2.1. Eliciting and prompting

4.1.2.1.1. Eliciting advantages

4.1.2.1.2. Eliciting drawbacks

4.1.2.2. Nonverbal communication 

4.1.2.2.1. Nonverbal communication advantages

4.1.2.2.2. Lack of nonverbal communication

4.1.2.3. Prosodic features  

4.1.3. The translingual early childhood classroom
 
5. CONCLUSIONS
 
6. IMPLICATIONS
 
6.1. Pedagogical Implications

6.2. Research Implications 
 
7. LIMITATIONS OF THE STUDY
 
References  

Appendix A1
 
Appendix A2

Appendix A3

Appendix B1
 
Appendix B2
 
Appendix C

Appendix D

Appendix E 

Reseñas